PBIS Targeted LevelLeadership Team Training

Presented by:

The VTPBiS Team

Opening Activity

• As a Team, identify your top PBIS accomplishments and challenges over the past year.

• Your PBIS Coordinator will introduce your team and name one top accomplishment and challenge.

Agenda• Welcome, Introductions, Logistics• Sustaining the Universal Effort• Overview of PBIS at the Targeted Level • Selected Targeted Interventions• Role of PBIS Targeted Coordinator and Team• Check-In/Check-Out and Teacher Check, Connect

and Expect• Hear from a School Engaged in Check-In/Check-out• Function of Behavior, Simple FBA and FBA System

Development• Moving on From Here

BEST Expectations:Targeted Training Teaching Matrix

Process Details• Training format – presentation, team work,

questions and processing• Use of materials – power point, memory

sticks, worksheets, web site• Team roles (facilitator, recorder, reporter,

other)• Team Norms• Role of Coordinator• Support from Trainers (Cups)

VTPBiS Signal to Coaches: Help Us Help You

= We’re all set. No help needed.

= We need help, but can continue with our work.

= HELP! We can’t continue with our work.

7

Differentiate based on your experience

FoundationsThink about how you plan to accomplish the work.

Full Implementation:Think about how to make it easy, better, more effective.

Sustainability:Think about how to continue the practice and ensure sustainability.

Emphasis on Prevention

School-wide/Primary– Prevent problem behaviors

Secondary/Targeted– Reduce current problem behaviors

Intensive/Tertiary– Reduce complications, intensity, severity of

problem behaviors

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic Achievement

Universal Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Intensive Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

Why is PBIS an Example of Response to Intervention (RtI)?

• Investment in prevention• Universal Screening• Multi-tiered, prevention-based intervention approach• Progress monitoring• Use of problem-solving process at all 3-tiers• Active use of data for decision-making at all 3-tiers• Research-based practices expected at all 3-tiers• Individual and group interventions commensurate with

assessed level of need

When to Consider Targeted Interventions

• When universal systems are not sufficient to impact behavior

• When students display chronic patterns of disruptive behavior

• When concerns arise regarding students’ academic or social behavior

Using data to determine when to consider targeted interventions…

Looking at Student Referrals

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

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IF up to 15% of Your Students need something more……….

How many students would that be in your school?

First, you must plan to sustain your PBIS Universal System

• Who’s missing from the team?

• How can you make the team have a higher profile?

• How will you use data to help in your planning?

• What competing initiatives (ie., school improvement activities) do you need to align with PBIS?

Also, you must plan to sustain your PBIS Universal Practices

• Who will plan your Universal roll-out efforts for next year?

• How will roll-out happen for staff, students, and families?

Planning to Sustain Universal PBISActivity # 1

• As a Team, answer the questions above.• Use the Vermont Phases of Implementation

(POI) to help your team develop or refine your Universal Level.

• Begin planning your Universal Roll-out for the Fall.

What is a Targeted Intervention?

• An intervention (or set of interventions) known by all staff and available for students during the school day.

• Interventions provide additional student support in academic, organizational, and/ or social support areas.

Targeted interventions are…

– Best for low level problem behavior (e.g. talk-outs, minor disruption, task completion);

– Efficient because they use the same or similar practices for groups of students that do not need to be individualized for each student.

– Effective because they focus on decreasing problem behavior thereby increasing academic engagement and decreasing office discipline referrals.

Critical Features

• Meets the needs of groups of students• Does not require individualizing for each student• Uses positive approach• Everyone knows about it• Let’s students opt out• Involves parents• Based on function of behavior (get or avoid)• Has some clear evidence that it works• Has system resources (team and administrator support)

Which students might need Targeted Level supports?

Possible Categories of Risk:• Multiple disciplinary referrals• Attendance/late to school• Frequent nurse visits• Homework not completed• Behavior concerns not addressed through discipline

system (e.g. social withdrawal, internalizing)• Other

Examples: Targeted Group Interventions Based on Functions of Behavior

Access Adult Attention/Support: Check-In/Check-Out Adult Mentoring Programs

Access Peer Attention/Support: Social Skills Instruction Peer Mentoring Self-Monitoring with Peer Support (function:

academic task escape) Academic Skills Support

Organization/Homework planning support Homework completion club Tutoring

Social Skills Group• Identify critical skills (deficit or performance problem)• Develop social skill lessons

• “Tell, show, practice” • Match language to school-wide expectations

• Generalization strategies

Must provide clear & specific activities all staff follow to promote generalization & make sure staff are using strategies

Self-Management

• Teach self-monitoring & targeted social skills simultaneously

• Practice self-monitoring until students accurately self-monitor at 80% or better

• Periodic checks on accuracy

It is not simply giving students a self-evaluation check-list, we must teach and practice to fluency and reinforce both accurate self-evaluation and appropriate behavior

Mentoring• Focus on “connections” at school

– Not monitoring work– Not to “nag” regarding behavior

• Staff volunteer– Not in classroom– No administrators

• Match student to volunteer– 10 minutes minimum per week

Emphasize the importance of being ready to meet with student on a regular, predictable, and consistent basis. Goal is not to become a “friend,” but a positive adult role model who expresses sincere and genuine care for the student

Peer Tutoring

• Tutors must be taught how to teach • Tutors must be taught what to do if tutee

does not comply• Tutors must be given the option to drop out at

any time without penalty

Initially, peer tutoring should be undertaken only with close and on-going teacher supervision to ensure success

Academic Support• Homework

– If data indicate it doesn’t come back, build in-school homework support

• Supplemental Instruction– Direct additional instruction along with current classroom

teaching• Differentiated Instruction

– Strategies to engage diverse learners• Accommodation

– Within instruction

Emphasize the need to identify and intervene early before students fall behind – routine screening using curriculum based measures to identify students early

Check-In/Check-Outor Teacher Check Connect and Expect

• Daily positive adult contact • Daily progress report provides increased

attention to behavioral goals• Collaborative team-based process • Home-school partnership

Must have system in place for referral, behavior monitoring, and coordination.

Important to Note!

Common misperception is that these strategieswill “fix” the student and the classroom teacherdoes not need to be an active participant since“specialists” or outside staff are often involvedin the intervention – Important to stress thatthese interventions will require high level ofinvolvement among ALL staff within the schoolbuilding.

Interventions with an Evidence Base

Kimberly J. Vannest, PhD.--Texas A & M University

Example of 4 schools- Matching Intervention with Need

Kimberly J. Vannest, PhD.--Texas A & M University

Activity # 2

• Define Team Roles and Norms

• With your Team, complete the inventory of informal and formal targeted supports or systems for students who do not respond to School-Wide PBiS.

Activity # 2 – Inventory of Targeted Supports

Targeted Team has two purposes:

1. Systems level design and accountability (this is often an additional function of the Universal Team)

2. Individual student intervention planning and monitoring

1. Targeted System:

• Develops and reviews processes for targeted interventions:– Creates referral process, system for student

screening, process for parent contact, measurement of overall targeted intervention effectiveness

– Reviews data for decision making about practices (not individual students)

– Links between targeted and Universal systems

Targeted Team (System) Membership:

• The Universal Team or a subset of the Universal Team can serve this function

• Administrator

• Others

2. Targeted Team for student planning and referral:

• Receives referrals• Begins student on default intervention (CICO) within

72 hours (unless otherwise specified)• Communicates with staff and parents about

intervention• Evaluates student progress and exit from

intervention/tweaks plan/conducts FBA to plan alternative or more intensive interventions

Targeted Team Membership (focus on individual students):

• PBIS Targeted Team Coordinator• 1-3 individuals skilled in function-based assessment,

behavior support planning & implementation• Individuals who can meet on a weekly basis• Someone skilled in data-based decision making for

individual student progress• Check-In/Check Out Coordinator (if using CICO)• Administrator

When does the Student Focused Targeted Team meet?

• Regular scheduled meetings –weekly or depending on building needs• Reviews referrals and selects intervention• Reviews progress on selected students,

current interventions, to self-evaluate, and to action plan

Targeted Team and EST Considerations

• The PBIS Targeted Team for student planning can substitute for the EST for behavior referrals.

• EST and PBIS Targeted team may be a separate or combined team but should not be duplicative.

• Develop your PBIS targeted system to fit within your school’s context.

Goal: “Work smarter, not harder!”

Role of Administrator

• Administrator needs to….– Know what the practices look like when

implemented with fidelity;– Be aware of data using tracking tools; help decide

what needs to change;– Be active/visible on teams;– Troubleshoot systems level issues.

PBIS Targeted Team Coordinator Responsibilities

• Facilitates weekly targeted student meetings• Active member of PBIS Team(s)• Attend regional coordinator meetings and

trainings• Prioritizes students for Team meeting• Prioritizes requests for service• Creates graphs for meetings• Facilitates meetings• Maintains records

Activity # 3: Who’s on your Team?

Complete the Team Profile. Determine the most effective and efficient team structure for Targeted Level supports at the system level and at the individual student level.

Targeted Team Purpose Statement

• Example:To effectively and efficiently match children who

have not responded to universal interventions with targeted strategies more likely to produce successful outcomes.

Activity # 4

Write your Targeted Team Purpose Statement.

How will people know it?